This document provides lessons learned from the SAInS project, which aimed to promote innovative science instruction in Indonesian schools. Key lessons include:
1) Schools prioritized innovations that aligned with the existing curriculum due to incentives from assessments and policies. Teachers struggled to implement new pedagogies without sustained guidance.
2) Indonesian personnel policies, like frequent principal changes and incentives prioritizing classroom teaching, posed challenges for project implementation and teacher participation in non-classroom activities.
3) Hands-on learning labs (FabLabs) generated student excitement but required dedicated lab managers to help teachers integrate the labs into classroom instruction across different subject areas. Strong administrative support and involvement of multiple teachers was also important
This document summarizes the school improvement plan for Stronsay School for the 2018/19 school year. There are three key priorities: 1) Raising attainment in literacy and numeracy; 2) Improving physical and mental wellbeing; and 3) Continuing development of teaching, learning, and student progress assessment. Various initiatives are outlined under each priority involving staff training, curriculum development, tracking systems, and diagnostic tools to meet these goals. The plan also involves reviewing initiatives from the Orkney Islands Council to ensure positive impact on teaching and learning.
Best Practices in Diplahan National High School S.Y. 2016-2017Karlwinn Paitan
This ppt presentation compiles all the Best Practices of the School. These practices result to a positive impact in terms of performance indicators of the school.
The School Improvement Plan (SIP) of Malabon Elementary School (MES) for School Years 2019-2022 aims to address three Priority Improvement Areas (PIAs), namely: 1) High Dropout Rate, 2) Low Literacy Rate in English and Filipino, and 3) Poor Physical Facilities. The SIP outlines general objectives and solutions to reduce the dropout rate to 0% by 2022, decrease the number of struggling readers based on assessment results, and repair windows and improve toilet facilities by certain target years. Progress will be monitored using a Project Monitoring Form to track accomplishments, issues, and recommended actions for initiatives launched under the Annual Implementation Plan.
The Stronsay Junior High School Improvement Plan for 2017-2018 outlines four key priorities:
1. Raising attainment in math through targeted interventions, assessment tracking, and professional development for teachers.
2. Raising attainment in literacy through holistic assessment approaches, developing early literacy skills, and increasing engagement.
3. Enhancing knowledge of student progress and developing partnerships between home and school to inform next steps.
4. Improving physical and mental wellbeing through implementing a new personal development program and enhancing staff training on wellbeing indicators.
Seven minute presentation on Continuous ImprovementLindy Pujante
The document summarizes a reading intervention program called "Basa: Giya Sa Kaugmaon" implemented by Team NAGA at Naga Central Elementary School. It began due to concerns that many students had reading deficiencies that impaired their learning. The team identified that 8 of 43 Grade 2 students were non-readers. Through various teaching methods like using colorful materials, technology, and one-on-one tutoring, the program aimed to improve the reading levels of these students to being fluent readers by March 2015. The highlights showed the intensive remediation and use of interesting materials. Lessons learned included how interesting materials motivate reading and how early intervention and persistent teaching are keys to improving reading levels.
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, community members, and other groups like professional organizations and the government as key stakeholders. Learners are at the center of curriculum and it should be designed based on their needs, interests and abilities. Teachers play an important role as curriculum developers and implementers. Administrators provide leadership and manage the curriculum. Parents support the curriculum and are involved in their child's learning. The community provides resources to implement the curriculum. Other stakeholders like professional groups and the government also influence curriculum.
Impact of continuing professional development (cpd) of teachers in informatio...Emmanuel Sala
This document discusses the attitude of secondary school students on the impact of continuing professional development of teachers in information and communication technology (ICT) on learning science. It notes that technology has changed education, requiring teachers to update their skills through professional development. However, many teachers lack ICT training, which affects their ability and willingness to integrate technology into teaching. The document recommends that governments support ICT-related teacher training and professional development policies to improve the quality of teaching and positively impact student learning and attitudes.
This document summarizes the school improvement plan for Stronsay School for the 2018/19 school year. There are three key priorities: 1) Raising attainment in literacy and numeracy; 2) Improving physical and mental wellbeing; and 3) Continuing development of teaching, learning, and student progress assessment. Various initiatives are outlined under each priority involving staff training, curriculum development, tracking systems, and diagnostic tools to meet these goals. The plan also involves reviewing initiatives from the Orkney Islands Council to ensure positive impact on teaching and learning.
Best Practices in Diplahan National High School S.Y. 2016-2017Karlwinn Paitan
This ppt presentation compiles all the Best Practices of the School. These practices result to a positive impact in terms of performance indicators of the school.
The School Improvement Plan (SIP) of Malabon Elementary School (MES) for School Years 2019-2022 aims to address three Priority Improvement Areas (PIAs), namely: 1) High Dropout Rate, 2) Low Literacy Rate in English and Filipino, and 3) Poor Physical Facilities. The SIP outlines general objectives and solutions to reduce the dropout rate to 0% by 2022, decrease the number of struggling readers based on assessment results, and repair windows and improve toilet facilities by certain target years. Progress will be monitored using a Project Monitoring Form to track accomplishments, issues, and recommended actions for initiatives launched under the Annual Implementation Plan.
The Stronsay Junior High School Improvement Plan for 2017-2018 outlines four key priorities:
1. Raising attainment in math through targeted interventions, assessment tracking, and professional development for teachers.
2. Raising attainment in literacy through holistic assessment approaches, developing early literacy skills, and increasing engagement.
3. Enhancing knowledge of student progress and developing partnerships between home and school to inform next steps.
4. Improving physical and mental wellbeing through implementing a new personal development program and enhancing staff training on wellbeing indicators.
Seven minute presentation on Continuous ImprovementLindy Pujante
The document summarizes a reading intervention program called "Basa: Giya Sa Kaugmaon" implemented by Team NAGA at Naga Central Elementary School. It began due to concerns that many students had reading deficiencies that impaired their learning. The team identified that 8 of 43 Grade 2 students were non-readers. Through various teaching methods like using colorful materials, technology, and one-on-one tutoring, the program aimed to improve the reading levels of these students to being fluent readers by March 2015. The highlights showed the intensive remediation and use of interesting materials. Lessons learned included how interesting materials motivate reading and how early intervention and persistent teaching are keys to improving reading levels.
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, community members, and other groups like professional organizations and the government as key stakeholders. Learners are at the center of curriculum and it should be designed based on their needs, interests and abilities. Teachers play an important role as curriculum developers and implementers. Administrators provide leadership and manage the curriculum. Parents support the curriculum and are involved in their child's learning. The community provides resources to implement the curriculum. Other stakeholders like professional groups and the government also influence curriculum.
Impact of continuing professional development (cpd) of teachers in informatio...Emmanuel Sala
This document discusses the attitude of secondary school students on the impact of continuing professional development of teachers in information and communication technology (ICT) on learning science. It notes that technology has changed education, requiring teachers to update their skills through professional development. However, many teachers lack ICT training, which affects their ability and willingness to integrate technology into teaching. The document recommends that governments support ICT-related teacher training and professional development policies to improve the quality of teaching and positively impact student learning and attitudes.
1. Textbooks are a core learning medium that can promote or undermine gender equality through their text and illustrations.
2. Studies show that textbooks in India often depict males more frequently and in a wider variety of roles, while females are rarely shown alone and stereotyped.
3. Ensuring gender equality in education requires monitoring representation in textbooks, avoiding sexist language, and showing males and females in a balanced variety of modern roles.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
1. The document discusses the role of teachers as catalytic agents in implementing the curriculum in South African classrooms. It notes that currently, effective teaching and learning is not taking place in many classrooms, especially in township schools.
2. Some of the problems identified are poor teacher training, a lack of monitoring of teachers, and teachers' inability to properly interpret and teach the Curriculum and Assessment Policy Statements (CAPS). As a result, learners are not adequately prepared or achieving the desired learning outcomes.
3. For curriculum changes like CAPS to be successful, all stakeholders including teachers must be committed to improving education and ensuring high quality teaching and learning in all schools.
The document summarizes the work and progress of Stronsay Junior High School over the 2013/2014 school year. It discusses developments in implementing the new Curriculum for Excellence, tracking student progress, developing self-evaluation skills, providing leadership opportunities, improving transitions between grades, and supporting students with additional learning needs like dyslexia. The school aims to continue refining courses, tracking systems, developing student-led learning, and supporting transitions to further improve student outcomes.
PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATI...Omprakash H M H M
This document discusses a study on teachers' perspectives on their involvement in selecting and organizing learning experiences for the secondary school curriculum in Karnataka, India. The study found a positive relationship between teacher involvement and effective curriculum implementation. It recommends decentralizing the curriculum development process and increasing teacher participation in content selection and organization to better meet learner needs and improve learning outcomes. Currently, curriculum development in Karnataka is centralized, which can create a disconnect between the prescribed curriculum and classroom applications. Greater teacher input is needed to develop learning experiences that consider students' diverse backgrounds and abilities.
Shirlene Evans provides a curriculum vitae summarizing her experience and qualifications as a teacher. She has a Bachelor of Teaching degree from the University of Waikato and completed practicums at Hinuera School, Te Aroha Primary School, and David Street Primary School. Feedback from associate teachers and principals at these schools praised her professionalism, organization, dedication to student learning, and growth in confidence over the course of her practicums.
ARUNIMA V.S -ONLINE ASSIGNMENT -MODERN TRENDS IN CURRICULAR MOVEMENTS IN STAT...sathyananthinis
1. The document discusses modern trends in curricular movements and the role of the State Council of Educational Research and Training (SCERT) in India.
2. It outlines key functions of SCERT including developing curriculum, teacher training programs, and implementing educational reforms.
3. SCERT has played an important role in restructuring science curriculum in India by developing learner-centered, activity-based curriculum and textbooks in line with National Curriculum Framework guidelines.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
The document provides information on the 2013-2014 school improvement plan for James Martin Middle School. It includes the school's contact information, membership of the school improvement team, vision and mission statements, SMART goals, and assessment data from the 2012-2013 school year. The plan aims to increase the percentage of students meeting grade level proficiency goals in reading, math, and science to at least 75%, 80%, and 80% respectively by the end of the 2014-2015 school year through high quality instruction, differentiated practice, and character development. Assessment data shows that in 2012-2013, less than 25% of students scored proficient in most subjects and grades tested.
This document provides information about Kusuma Foundation's work in 2017 to improve educational quality and scale in India. It summarizes Kusuma's programs that support students, teachers, and schools. Key programs include secondary school readiness for students, teacher professional development, and partnerships with state governments in Odisha and Uttar Pradesh to reach over 100,000 students, teachers, and schools. Research found these programs improved learning outcomes and teacher performance. The document outlines Kusuma Foundation's vision, mission, and future plans to continue evaluating and advocating for quality education in India based on evidence.
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
wEBINAR SERIES 1 ON TEACHER EDUCATION
IN-SERVICE TEACHER EDUCATION, Ms. Rajalakshmi, Prospective Scholar of Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.
The curriculum vitae summarizes Debbie Kay Neilson's experience as a teacher and educational leader. She is currently the Head of Reading at Merrimac State High School where she has implemented a whole school reading program and provided professional development to staff. Previously, she was a Special Education Teacher focusing on students with autism, implementing interventions and supporting student outcomes. She has over 25 years of experience in primary and secondary teaching as well as owning a childcare business.
The GRIN program aims to prepare Indigenous students for mathematics classes through a 15-minute pre-class intervention with a tutor. The tutor recaps the previous lesson, isolates key language and resources for the upcoming lesson, and promotes positive classroom behavior. The program was implemented at two primary schools in Healesville, Australia, which has a population of 7,000 people including 10% Indigenous people. Teachers and tutors reported benefits for student participation, confidence, and engagement in mathematics lessons from the GRIN program. Quantitative data also showed improvement in numeracy scores for one student on the NAPLAN exam after participating in GRIN.
Elementary- End of Year - 2016-17 School Improvement Plan Updates Franklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
RJ Portfolio Online course PBL text excerptbeccane
This document provides an overview of a course on sustainable communities that uses the Integrated Ecology Curriculum (IEC) and Understanding by Design (UBD) frameworks. The IEC emphasizes local environments, hands-on research techniques, and literacy. UBD involves backward planning where lessons are designed based on desired results. The course introduces these frameworks and has students develop a project-based ecology unit for their classroom using local resources.
The document provides a profile and resume for Rudy Johnson, who aspires to work in public relations. It includes his contact information, education background with a BA in mass communications from Winston-Salem State University in 2014, and relevant work experience including positions at Southwest Strategies and Neighborhood House Association. His areas of expertise include social media strategy, leadership skills development, statistical research, and writing press releases.
1. Textbooks are a core learning medium that can promote or undermine gender equality through their text and illustrations.
2. Studies show that textbooks in India often depict males more frequently and in a wider variety of roles, while females are rarely shown alone and stereotyped.
3. Ensuring gender equality in education requires monitoring representation in textbooks, avoiding sexist language, and showing males and females in a balanced variety of modern roles.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
1. The document discusses the role of teachers as catalytic agents in implementing the curriculum in South African classrooms. It notes that currently, effective teaching and learning is not taking place in many classrooms, especially in township schools.
2. Some of the problems identified are poor teacher training, a lack of monitoring of teachers, and teachers' inability to properly interpret and teach the Curriculum and Assessment Policy Statements (CAPS). As a result, learners are not adequately prepared or achieving the desired learning outcomes.
3. For curriculum changes like CAPS to be successful, all stakeholders including teachers must be committed to improving education and ensuring high quality teaching and learning in all schools.
The document summarizes the work and progress of Stronsay Junior High School over the 2013/2014 school year. It discusses developments in implementing the new Curriculum for Excellence, tracking student progress, developing self-evaluation skills, providing leadership opportunities, improving transitions between grades, and supporting students with additional learning needs like dyslexia. The school aims to continue refining courses, tracking systems, developing student-led learning, and supporting transitions to further improve student outcomes.
PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATI...Omprakash H M H M
This document discusses a study on teachers' perspectives on their involvement in selecting and organizing learning experiences for the secondary school curriculum in Karnataka, India. The study found a positive relationship between teacher involvement and effective curriculum implementation. It recommends decentralizing the curriculum development process and increasing teacher participation in content selection and organization to better meet learner needs and improve learning outcomes. Currently, curriculum development in Karnataka is centralized, which can create a disconnect between the prescribed curriculum and classroom applications. Greater teacher input is needed to develop learning experiences that consider students' diverse backgrounds and abilities.
Shirlene Evans provides a curriculum vitae summarizing her experience and qualifications as a teacher. She has a Bachelor of Teaching degree from the University of Waikato and completed practicums at Hinuera School, Te Aroha Primary School, and David Street Primary School. Feedback from associate teachers and principals at these schools praised her professionalism, organization, dedication to student learning, and growth in confidence over the course of her practicums.
ARUNIMA V.S -ONLINE ASSIGNMENT -MODERN TRENDS IN CURRICULAR MOVEMENTS IN STAT...sathyananthinis
1. The document discusses modern trends in curricular movements and the role of the State Council of Educational Research and Training (SCERT) in India.
2. It outlines key functions of SCERT including developing curriculum, teacher training programs, and implementing educational reforms.
3. SCERT has played an important role in restructuring science curriculum in India by developing learner-centered, activity-based curriculum and textbooks in line with National Curriculum Framework guidelines.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
The document provides information on the 2013-2014 school improvement plan for James Martin Middle School. It includes the school's contact information, membership of the school improvement team, vision and mission statements, SMART goals, and assessment data from the 2012-2013 school year. The plan aims to increase the percentage of students meeting grade level proficiency goals in reading, math, and science to at least 75%, 80%, and 80% respectively by the end of the 2014-2015 school year through high quality instruction, differentiated practice, and character development. Assessment data shows that in 2012-2013, less than 25% of students scored proficient in most subjects and grades tested.
This document provides information about Kusuma Foundation's work in 2017 to improve educational quality and scale in India. It summarizes Kusuma's programs that support students, teachers, and schools. Key programs include secondary school readiness for students, teacher professional development, and partnerships with state governments in Odisha and Uttar Pradesh to reach over 100,000 students, teachers, and schools. Research found these programs improved learning outcomes and teacher performance. The document outlines Kusuma Foundation's vision, mission, and future plans to continue evaluating and advocating for quality education in India based on evidence.
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
wEBINAR SERIES 1 ON TEACHER EDUCATION
IN-SERVICE TEACHER EDUCATION, Ms. Rajalakshmi, Prospective Scholar of Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.
The curriculum vitae summarizes Debbie Kay Neilson's experience as a teacher and educational leader. She is currently the Head of Reading at Merrimac State High School where she has implemented a whole school reading program and provided professional development to staff. Previously, she was a Special Education Teacher focusing on students with autism, implementing interventions and supporting student outcomes. She has over 25 years of experience in primary and secondary teaching as well as owning a childcare business.
The GRIN program aims to prepare Indigenous students for mathematics classes through a 15-minute pre-class intervention with a tutor. The tutor recaps the previous lesson, isolates key language and resources for the upcoming lesson, and promotes positive classroom behavior. The program was implemented at two primary schools in Healesville, Australia, which has a population of 7,000 people including 10% Indigenous people. Teachers and tutors reported benefits for student participation, confidence, and engagement in mathematics lessons from the GRIN program. Quantitative data also showed improvement in numeracy scores for one student on the NAPLAN exam after participating in GRIN.
Elementary- End of Year - 2016-17 School Improvement Plan Updates Franklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
RJ Portfolio Online course PBL text excerptbeccane
This document provides an overview of a course on sustainable communities that uses the Integrated Ecology Curriculum (IEC) and Understanding by Design (UBD) frameworks. The IEC emphasizes local environments, hands-on research techniques, and literacy. UBD involves backward planning where lessons are designed based on desired results. The course introduces these frameworks and has students develop a project-based ecology unit for their classroom using local resources.
The document provides a profile and resume for Rudy Johnson, who aspires to work in public relations. It includes his contact information, education background with a BA in mass communications from Winston-Salem State University in 2014, and relevant work experience including positions at Southwest Strategies and Neighborhood House Association. His areas of expertise include social media strategy, leadership skills development, statistical research, and writing press releases.
This document provides an overview of the Accounting Athletics handbook, which is intended to help members of not-for-profit finance committees better understand financial statements and the roles and responsibilities related to financial management. The handbook covers topics such as accounting best practices, reading financial statements, and the roles of the treasurer, executive director, and bookkeeper. The overall goal is to provide small to medium not-for-profits with basic financial literacy to support their financial health and governance.
Francis Robson Nyachowe is a Zimbabwean national with over 20 years of experience in business, nonprofit work, and community development. He holds several certificates in business administration, computer programming, counseling, and children's palliative care. Currently he is studying for a diploma in community development. Nyachowe has worked for KidzCan Zimbabwe, Stilnart Investments, and Meikles Group of Stores. He is involved in several professional organizations and does volunteer work with various charitable organizations in Zimbabwe.
Analysing music videos – applying goodwin's theorykarla-costa
This music video tells a narrative story where two children symbolize the artists Ed Sheeran and Taylor Swift falling in love in school. It focuses primarily on these two characters while blurring out others in the background. At the end, the record label Big Machine is shown, providing publicity through the many video views. As a smaller label focusing on country music, they are less likely to take creative risks than larger labels.
El documento destaca la importancia de integrar los sistemas y procesos electrónicos del Estado para modernizarlo y adoptar una cultura digital, capacitando a funcionarios. También resalta el potencial del Internet para favorecer el capital social y la participación ciudadana a través de la construcción de confianza y redes de cooperación. Finalmente, enfatiza la necesidad de implementar foros virtuales que permitan una comunicación directa entre ciudadanos y el Estado a diferentes niveles.
The director emails Maya about audition sides for her and her mother Tammy for a film. He suggests Tammy would be perfect for the role of Ms. Higgins, while Maya could play either Sheila, Susan, or Theresa, though the latter role may be more suitable for someone 17 or older. He asks them to submit short self-taped auditions using dialogue from their chosen characters and thanks Maya for referring a friend to fill other roles in the production.
Analysing music videos – applying goodwin's theorykarla-costa
This music video tells a narrative story of two young children, representing Ed Sheeran and Taylor Swift, falling in love in school. It focuses primarily on the two main characters with other children blurred in the background. At the end, the record label Big Machine is presented, providing publicity for their brand by being featured in the widely viewed video. As a smaller country label, Big Machine aims to promote artists and content consistent with their traditional country image.
The document outlines a 90-minute English lesson plan for 1st grade high school students that involves listening to two advertisements and completing related activities. Students will first make predictions about the ads without sound, then listen and discuss what they were about. They will then work in pairs to create and record their own dialogue to match one of the ads without sound and present it to the class.
Brandon Lawrence struggled with writing and found it depressing until discovering poetry and music, which helped him process stressful experiences like his grandmother's death. He incorporated his experiences into song lyrics and poems, gaining attention from friends and teachers. His high school creative writing teacher, Mr. Dick, encouraged Lawrence to share his writing in class, helping him overcome nerves. Mr. Dick also assigned journaling and songwriting, helping Lawrence establish a writing process using vivid details, outlines, and music to focus, which he still uses for essays. Discovering his talent in music and poetry strengthened Lawrence's writing abilities.
El documento presenta tres ejemplos que ilustran el movimiento de un auto a velocidad constante, acelerando y desacelerando. En cada caso, se muestra la relación entre la velocidad, el tiempo y la distancia recorrida, así como la aceleración. También incluye ecuaciones y gráficas de movimiento rectilíneo uniforme y variado.
The document outlines Hafsa Saleem's plans for creating print and audio-visual advertising campaigns for their short film "Suicide?". For the print campaign, they will create a poster targeting 15-30 year olds who can relate to the film's characters. They have chosen a font reflecting the thriller/horror genre and included draft posters. For the audio-visual campaign, they have written part of the narration script and outlined filming actions. Timelines and budgets are also included to manage the projects.
Este documento resume tres tipos de psicología: psicología aplicada, que se aplica al individuo para resolver problemas y optimizar procesos humanos; psicología infanto-juvenil, que estudia el comportamiento y desarrollo de niños y adolescentes; y psicología laboral, que busca optimizar el desempeño humano en organizaciones y trabajo en grupo.
Analysing music videos – applying goodwin's theory copykarla-costa
This music video tells a story through a narrative of two children representing Ed Sheeran and Taylor Swift falling in love in school. At the end, the two artists are shown as adults who are no longer in love, represented by the children having grown apart. The record label featured at the end benefits from the large viewership of the popular music video.
This document discusses different types of animal cruelty, their effects on dogs, and ways to prevent cruelty. It outlines unintentional, intentional, and cruel intention types of cruelty. Dog fighting is described as intentionally hurting dogs. Common abused breeds like pit bulls are discussed. Reasons for chaining dogs and abandoning them are provided. The average dog lifespan and effects of cruelty are covered. Organizations working against cruelty like the Humane Society and ASPCA are mentioned.
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1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
1. 1
SAInS – School Action for
Innovations in Science
END OF PROJECT
REPORT
2. 2
SAInS – School Action for
Innovations in Science
FinalProject Report
(December 2012 - November 2015)
Agreement No. AID-‐497‐1‐13‐00001
CFDA Program Number 98.001
October 2012 - November 30, 2015
Prepared for:
Education office USAID
Indonesia
Prepared byColumbia
University
615 West 131 Street, Room 254
New York, NY10027‐‐7922
and
Bogor Agricultural University
Facultyof Mathematicsand Natural SciencesJl.
Meranti, KampusIPB Dramaga
Bogor 16680, Indonesia
This publication was produced for review by the United States Agency for International
Development. It was prepared by the Center for Environment, Economy, and Society at Columbia
University, in collaboration with the Institut Pertanian Bogor. The authors’ views expressed in
thispublication do not necessarilyreflect the views of the United States Agency for International
Development nor the United States Government.
4. Page | 4
SECTION 4: LESSONS LEARNED
1. Schools most readily pursueinnovations that align with theexisting curriculum. SAInS
monitoring data indicate that SMAN 13 Jakarta and SMAN 1 Kepanjen, as well as SMA Kornita,
mainly implemented those items in their Action Plans that are the most compatible with their
existing curriculum, particularly in regard to the new requirements of the 2013 National
Curriculum (C13). Luckily, most of these items are actually aligned with C13. Nevertheless, not all
selected Action Plan items were implemented, due to limited schedules and/or the competing
demands of provincial or national programming (training, meetings, management requirements).
2. Teachers need concreteand sustained guidance to understand newtheories ofpedagogy and
their application. Teachers from all schools had difficulty translating the abstractions of “inquiry-
based” or “experiential” learning into actual activities and curriculum units. For this reason, we
added the Embedded Curriculum Expert interventions, which aimed to provide handson and
personalized support according to the needs of each school. Most schools were not able to
describe specific “experiential” learning activities, but rather asserted that inquiry and handson
learning had become a larger part of classroom culture in general.
3. Teachers need stability of hours and salary to participatefully, and Indonesian personnel
policies disincentivizenonclassroomactivities: a challenge faced by SMA Kornita. SMA Kornita
is a private school and receives funding based on the number of students enrolled. Until 2015,
enrollments were below the level that would provide enough funding to employ teachers full
time (24 hours teaching per week). Teachers therefore had to teach in other schools to maintain
the 24hour requirement, and only classroom teaching accrues toward that requirement.
Naturally, the teachers at Kornita would prioritize participation in classroom teaching for this
reason and also because they are only paid for classroom instructional hours. Training, workshop,
and dissemination activities do not count toward salary or toward their
24hour requirement. This has resulted in limited availability for teachers to participate in non
classroom SAInS activities. Despite this limitation, SMA Kornita has conducted most of its Action
Plan activities, completed a substantial schedule of ECE meetings and trainings, and disseminated
STEMbased activities to about 300 local area students, using FabLab facilities during the Kornita
School Science Fair.
4. Indonesian personnelpolicies causeinconsistency in schoolleadership: achallenge faced by
SMA 13 Jakarta: During the course of the USAIDSAInS program, SMAN 13 Jakarta experienced
some instability in leadership, all of which was mandated or instigated by the Indonesian
government. No personnel left the school on their own initiative. The original principal, who
provided a letter of support for our technical proposalDrs. H. Muhammad Effendiwas
replaced by Dra. Een Heraena Supendi, M.Si. by the time the project was approved. Midway
through the project, Dra. Een was replaced by Dra. Noviolaleni, M.Pd. , as a result of the Jakarta
provincial policy to test and rehire or replace all city principals in mid 2014. Finally, just following
our October 2015 progress report, a new principal was assigned to SMA 13: Drs. Janpiktor
Pasaribu. Dra. Een Heraena Supendi, M.Si. was the longest incumbent during the SAInS program;
she joined the NY Study Tour, participated in the Curriculum and Fab Lab workshops, and
produced the SMA13 School Action Plan and its implementation schedule. Dra. Noviolaleni, M.Pd.
joined SMAN 13 inAugust2014 and committedherschool tothe continuedimplementationof
5. Page | 5
the ActionPlanas developedbyDra.Een.She had the opportunitytomeetwithUSAIDVVIP
Mr. ErnestoUribe and oversawseveral VIPvisitstothe schoolsindemonstrationof the SAInS
program.In additiontothe change of principalsduringthe SAInSprogramperiod,twovice
principalsalsoleftSMA 13 Jakarta. Vice Principal Drs.HermanSyafri,M.Pd.,wasappointedas
Principal of SMAN 95 inApril 2015 and subsequentlySMAN 98a couple of monthslater.Most
recently,atthe endof October2015, Drs. Adryansahbecame the Principal of SMAN 4 Jakarta.
Despite changesinleadership,SMAN 13 Jakarta has made goodprogressinimplementationof
itsActionPlan,althoughtheyreduced some of theircommitments.Aswiththe othertwo
SAInSmodel schools,SAInSprogramoutreachtooutside schoolswascarriedoutmostlyvia
STEMrelated FabLab trainingsessionsduringsubject areaclusterschool meetings
(musyawarah guru mata pelajaran - MGMP).On the positive side, modelschool personnel
wholefta SAInSschool advocatedformodernizedSTEMinstructionintheirnew schools.Most
notably,PakHermanSyafri,formerlyVice PrincipalatSMA 13 inJakarta, has implemented
aspectsof the SAInSprogramintwo subsequentsschoolshe ledasPrincipal.InSMA 98, his
firstpostingin2014, Pak Hermaninitiatedinquirybasedactivitiesandsuccessfullysolicited
donation50 arduinokitsto jumpstartaroboticsprogram there.Althoughhe wasthen
instatedasprincipal of SMA 95 the followingyear,he simplyinstitutedprogrammingthere as
well,thistime capitalizingonhighlypopularanddevelopedMusicandDramaactivitiesto
create a STEAMprogram (adding“Art”to the mix).He securedthe supportof the DKI Jakarta
EducationAgencyinproviding23D printersforthe schoolsuse insupportingthe STEAM
program.
5. Support fromthe District Education Office is important: special conditions at SMAN 1 Kepanjen.
Leadership and organization in SMAN 1 was generally stable over the course of the SAInS program.
During 2015, the VP for Public Relations, Drs. Sigit Umbar Purnama, M.Pd., was appointed as
principal of SMAN 1 Pagak Kabupaten Malang. However, this has had negligible impact on their
SAInS acitivities. In general, SMAN 1 Kepanjen has enjoyed the most favorable conditions for the
program. The principal, Drs. Maskuri Hasan Basri, M.Si. has the strong support of the Bupati
(District Mayor), which is one reason he has been able to maintain his position during the entire
SAInS program period. The grand launching of SMAN 1 Kepanjen FabLab was attended by Bupati
Malang, H. Rendra Kresna on May 2014. As with the other two SAInS model schools, dissemination
of the SAInS methods to outside schools was carried out mostly via STEM related Fab Lab training
sessions during subjectarea cluster school meetings (MGMP).
6. The Pesta Sains provides motivation and support forstudents and teachers to pursue
interdisciplinary and handson STEMinstruction: As mentioned above, teachers face strong
incentives to maintain businessasusual instructional practices, which are rewarded by salary
and curriculum policies, and are assured of administrative support regardless of changes in school
or district administration. In comparison, nonconventional or extracurricular activities are
disincentivized. The Pesta Sains provides a counterbalance to this inertia by giving teachers and
students motivation to participate in more innovative STEM activities in a forum that is certain to
be regarded positively by school and government administrators, and which is supported by IPB
guidance publications and outreach. The STEM Young Researcher Award (SYRA) is a vehicle for
introducing and promoting crosscutting STEM research among both teachers and students.
Secondary student participation in the SYRA activities increased each year of the project. Most
6. Page | 6
participants come from the islands of Java and Sumatra.
7. Innovativemethods in STEM instruction arebecoming mainstream, but teachers need additional
support. Ability to teach using cross-cutting themes and inquirybased instruction is increasingly
required for teachers in Indonesia as well as the United States (e.g. for the Curriculum 2013; and
for the Common Core and NGSS). In the SAInS program, our partner schools expressed the need
for on-site, ongoing assistance to implement their action plans and to integrate such methods into
teaching across the school curriculum. Single training events are not enough to allow teachers to
translate their training to other teachers and to the classroom. The embedded curriculum experts
(ECE) from Universitas Negeri Jakarta (Dr. Muktiningsih) and Universitas Negeri Malang (Prof. Arif
Hidayat) were added to the program to provide assistance and intensive guidance for model
schools.
8. FabLabs generateexcitement and pride. Students are highly motivated to createin the lab and
we are exploring options for showcasing schoolwork at community “maker” events. Students
report that using the lab is interesting and fun; creating their own prototypes motivates them to
master technology and to demonstrate understanding of concepts via their prototype; tangible
outputs and real world utility is satisfying; and parents and student peers respond positively to the
items they create in the FabLab.
9. SchoolFabLabs providea highprofile instructionalvenuethat promotes accountability.
Regardless of the specific use and outputs of each lab, the very investment in prototyping
equipment, training, and space triggersa need to justify the investment by investing time and
effort into training and into developing instructional activities for the lab. Put simply, it is hard to
ignore the FabLab, which would become a highly visible mark of school failure if left unused.
Conversely, the highprofile investment is also a highprofile asset that each school can and has
promoted for the benefit of the school reputation. Luckily, as mentioned above, participation in
the FabLab is rarely seen as a chore. The FabLab is perceived as fun, interesting and compelling by
both teachers and students. Therefore, all of the schools have expended considerable time and
effort to ensure that their school FabLab is used by a wide crosssection of students for appropriate
educational purposes.
10. Strong and multiple FabLab managers/FabLab teachercoaches help teachers to usethe FabLabs
to support instruction, and to link it to classroominstruction. Teachersvary individually and
across schools in their ability to identify or createFabLab activities that support the existing
curriculum or promote general learning goals. The best outcomes occur when there is a FabLab
expert or “champion” who can act as a resource and point person for teachers who want to use
the FabLab. In the simplest scenario, the FabLab faculty manager is drawn from the teaching staff
and he or she is in charge of the logistics and scheduling for lab use. This person usually also heads
a FabLab extracurricularclub for students. This circumscribed role, however, leads to a smaller
range of activities and usage for the FabLab, limited primarily to the faculty FabLab manager and a
subgroup of motivated students.
An important step for our partner schools is to link FabLab activities to curriculum content, so that
use of the lab does not remain only an extracurricular activity, but an essential part of instruction
for all students. In our partner schools, this has come closest to realization when the FabLab
Manager is wellpositioned to collaborate with other teachers to develop activities that align with
the curriculum. The success of the FabLab manager to motivate and recruit teachers to use the
7. Page | 7
FabLab depends in part on the personalities of the teachers involved, on the degree to which the
administration encourages and requires use of the labs, and on time and resources available for
labbased activities and curriculum planning. We have seen the best results when there is more
than one lead teacher or administrator integrally involved in managing and promoting the FabLab.
When two or more people are available for consultation and to model lab activities, there is
quicker visibility and acceptance of the viability of the Fab Lab as an instructional tool. The lab is
also seen as a more important part of the school culture, and teachers perceive greater assistance
available to them. In addition, there seems to be additional desire or pressure to ensure high
quality of lab outputs when more teachers are linked identifiably to the FabLab. All of this points to
the utility of creating a critical mass of teachers explicitly linked to the FabLabs, so that the labs are
not marginalized as an “extra,” but seen as a mainstream part of school instruction.